Naysayers argue the brave new “massive open online course” world of giving away free online classes by great academics from many of the world’s best institutions will destroy the business model of the university.
“We believe that badges offer a promising approach to addressing a vexing challenge – getting under and un-employed Americans into high-paying, unfilled jobs,” said Anne Derryberry, one of the course designers and facilitators.
The WICHE Cooperative for Education Technologies (WCET) has announced that they will co-host a massive open online course (MOOC) to examine the growing interest in using badges to document knowledge, skills and competencies when working toward attaining high value professional credentials. Sage Road Solutions LLC, Mozilla, Blackboard Inc., and WCET have collaborated to produce a 6-week shared learning experience that will be offered via Blackboard’s MOOC platform. The MOOC will broaden understandings about approaches to earning high value credentials that benefit institutions, content providers, employers and individuals alike.
The “Badges as New Currency for Credentials” MOOC begins on September 9 and concludes October 14, 2013. It will feature a weekly live session Mondays at 2PM ET for the duration of the course. To register for this free, open course, please visithttps://badges.coursesites.com/.
Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
MOOCs: A systematic study of the published literature 2008-2012
Sue Beckingham's insight:
Massive open online courses (MOOCs) are a recent addition to the range of online learning options. Since 2008, MOOCs have been run by a variety of public and elite universities, especially in North America. Many academics have taken interest in MOOCs recognising the potential to deliver education around the globe on an unprecedented scale; some of these academics are taking a research-oriented perspective and academic papers describing their research are starting to appear in the traditional media of peer reviewed publications. This paper presents a systematic review of the published MOOC literature (2008-2012): Forty-five peer reviewed papers are identified through journals, database searches, searching the Web, and chaining from known sources to form the base for this review. We believe this is the first effort to systematically review literature relating to MOOCs, a fairly recent but massively popular phenomenon with a global reach. The review categorises the literature into eight different areas of interest, introductory, concept, case studies, educational theory, technology, participant focussed, provider focussed, and other, while also providing quantitative analysis of publications according to publication type, year of publication, and contributors. Future research directions guided by gaps in the literature are explored.